Quality in Computer Science and Computer Engineering Education

Introduction. Any attempt to define the concept of quality, as it exists in higher education, tends to reveal the fact that in some sense it is elusive; on the other hand, ‘‘you know it when you see it’’. In his article, Peter Knight articulates some of the dilemmas such as efficiency or effectiveness, emphasis on measurement or emphasis on process, and well-specified procedures or well-rehearsed goals. In some sense, one must achieve a proper balance.

Of necessity, students themselves must be active, engaged, with and committed to the educational process. Given the current recognition of the phenomenon of the globalization of the workforce, it is very important for students to be competitive in the international workplace by the time they graduate.

The approaches to quality are many and varied, with different mechanisms and approaches. In turn these approaches produce different emphases, and inevitably, these tend to condition the behavior of those involved. Invariably, the mechanisms should place an emphasis on improvement or enhancement, although judgements inevitably have some role when it comes to assessing quality either through accreditation or through some other process.

The purpose of this article is to focus on the quality issues within computer science and computer engineering degree programs. In some countries, program quality is fostered through an accreditation process, whereas in others, slightly different approaches are employed. Here we attempt to span that spectrum.

The concept of quality. Many definitions of the term quality exist as it applies in the context of higher education. Even in the context of individual programs of study, Different ways exist to define in the concept. In the United Kingdom, for instance, many different interpretations exist. Earlier definitions proved excessively complex to manage and to operate.

A relatively recent document outlines certain principles that auditors should use during the review of programs of study. In this document, only seven aspects are most important, which include the following:

1. Aims and outcomes. What are the intended learning outcomes of the program and how were these obtained (e.g., from guidance from benchmarking standards, professional body requirements, local needs)? How do these out comes relate to the overall aims of the provision? Are staff and students familiar with these outcomes?

2. Curricula. Does the design and content of the curriculum encourage achievement of the full range of learning outcomes? Do modern approaches to learning and teaching by current developments and scholarship influence the discipline?

3. Assessment. Does the assessment process enable students to demonstrate acquisition of the full range of intended learning objectives? Does criteria exist to define different levels of achievement? Are full security and integrity associated with the assessment processes? Does the program require formative as well as summative assessment? Does the program meet benchmarking standards?

4. Enhancement. Does the program use an activity that seeks to improve standards regularly, (e.g., via internal or external reviews, appropriate communication with the external examiner(s), accreditation activity) and how deep and thorough is that activity? Are data analyzed regularly and are appropriate actions taken?

5. Teaching and learning. Are the breadth, depth, and challenge of the teaching of the full range of skills as well as the pace of teaching appropriate? Does the program implement a suitable variety of appropriate methods? If so, do these methods truly engage and motivate the students? Are the learning materials of high quality? Are the students participating in learning?

6. Student progression. Does the program have an appropriate strategy for academic support? Is admissions information clear and does it reflect the course of study faithfully? Are supervision arrangements in place? Do students receive appropriate induction throughout their course?

7. Learning resources. Are the teaching staff appropriately qualified to teach the given program of study and do they have the opportunity to keep teaching materials as well as their competences up-to-date? is effective support provided in laboratories and for practical activity? How does the institution use resources for the purposes of learning? Is the student working space attractive and is the general atmosphere in the department conducive to learning?